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| 1 | |
All of the following questions reflect a cognitive information processing approach, except which one?
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| | A) | How do children get information into memory, store it, and retrieve it? |
| | B) | How can teachers help children improve their memory and study strategies? |
| | C) | How do environmental factors influence the age at which a child learns to crawl? |
| | D) | What are the best strategies for helping children become better problem solvers? |
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| 2 | |
Which of the following scenarios best demonstrates automaticity?
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| | A) | Margie knows that 3 times 4 equals 12 without thinking about it. |
| | B) | Jordan counts the number of apples in a basket. |
| | C) | Kara practices how to print the alphabet. |
| | D) | Harry uses his fingers to add 5 plus 4. |
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| 3 | |
The difficulty that students have in dividing their attention when they do two things at once can be attributed primarily to limits in their:
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| | A) | Processing capacity. |
| | B) | IQ. |
| | C) | Critical thinking skills. |
| | D) | Memory. |
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| 4 | |
Which of the following scenarios presents the best example of encoding?
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| | A) | Tamara is writing a letter. |
| | B) | Brian is practicing how to count. |
| | C) | Joan remembers her first day of school. |
| | D) | Julie is listening to music. |
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| 5 | |
Which of the following scenarios best depicts elaboration?
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| | A) | Jose memorized a list of spelling words for a spelling bee. |
| | B) | Kate and Sue brainstormed ideas for a poster. |
| | C) | Taylor practiced writing the numbers and alphabet. |
| | D) | John thought about his vegetable garden when his class studied botany. |
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| 6 | |
Which of the following examples best illustrates chunking?
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| | A) | Georgia thinks of personal examples when learning about new concepts in science. |
| | B) | Jodi classifies animals based on common features and differences. |
| | C) | Adam uses symbols to represent words that he has difficulty spelling. |
| | D) | Harold and Mohammed work together when designing a telescope. |
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| 7 | |
Which of the following statements best describes the nature of declarative memory?
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| | A) | Karen applies knowledge to perform a certain task. |
| | B) | Scott recognizes a famous person. |
| | C) | Natasha is able to provide specific factual information about an event. |
| | D) | Ivan recalls a specific event from his or her past. |
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| 8 | |
According to the serial position effect, a student displaying primacy will most likely remember which words from a list?
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| | A) | The shortest word(s) |
| | B) | The longest word(s) |
| | C) | The first word(s) |
| | D) | The last word(s) |
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| 9 | |
Multiple-choice questions assess a student's ability to:
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| | A) | Recognize the correct answer. |
| | B) | Recall the correct answer. |
| | C) | Construct the correct answer. |
| | D) | Explain the correct answer. |
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| 10 | |
According to the decay theory, which of the following is the cause of forgetting?
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| | A) | Lack of schema |
| | B) | Disintegration of memory traces |
| | C) | Lack of initial encoding |
| | D) | Interference by new information |
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| 11 | |
Mr. Abraham is having a guest speaker come into his first grade class to give his students a lesson on space travel. The guest speaker is very humorous and brought with her attention-grabbing devices and pictures. Immediately upon the speaker's leaving, Mr. Abraham discusses the presentation with his class. He is puzzled to discover that although the students enjoyed the presentation, they did not seem to know the subject matter of the presentation. Most students could not recall what the guest speaker had actually said. They did, however, remember all of the unusual items that the guest speaker brought with her. In this scenario, why did Mr. Abraham's class have trouble recalling the subject matter of the presentation?
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| | A) | Because the students lacked short-term memory |
| | B) | Because the students' attention was drawn away from the lesson by the interesting objects the speaker brought in to the class |
| | C) | Because the students do not have memory traces |
| | D) | Because the students experienced the decay theory |
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| 12 | |
Susan is excited about returning to school after summer vacation. Her first day of middle school ended great, and once Susan is at home she begins to recall that day's events. Susan's memory of the day's events is called__________.
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| | A) | Procedural knowledge |
| | B) | Chunking |
| | C) | Episodic memory |
| | D) | Semantic memory |
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| 13 | |
Brian, an eleventh grader, is taking his French exam. He prepared for this exam and he knows the information; however, while taking the exam Brian is having trouble recalling the information because the teacher did not provide a word bank from which to choose the answer. Brian's forgetting is most likely due to:
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| | A) | Cue-dependent forgetting |
| | B) | Interference theory |
| | C) | Decay theory |
| | D) | Sensory register |
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| 14 | |
Ursula is taking an algebra exam and in order to remember the order in which to perform certain functions on the exam, Ursula aids her memory by writing down the word ‘GRUMPY' on her paper. She smiles knowing that this will help her reach the right answers. Ursula is using_____________.
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| | A) | The method of loci |
| | B) | Rhymes |
| | C) | Acronyms |
| | D) | Keyword method |
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| 15 | |
Todd and Kimberly are seated opposite one another getting ready to begin a game of Scrabble. Todd is 10 years old and Kimberly is 15 years old. Their camp counselor says to Kimberly, "Now Kimberly go easy on Todd, remember he is younger than you and there are differences in memory ability between the two of you." However, much to Kimberly and the camp counselor's surprise, Todd beats Kimberly at every game he plays with her. In fact, Todd has competed in Scrabble matches and has received awards and trophies. Todd's winning all of the matches against Kimberly was most likely because:
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| | A) | Todd's intelligence was greater than Kimberly's. |
| | B) | Todd was probably cheating and Kimberly did not notice. |
| | C) | Todd was just lucky and Kimberly was not. |
| | D) | Todd was an expert in Scrabble and Kimberly was a beginner. |
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| 16 | |
Mrs. Right wants to ensure that her students remember the information she is presenting in class today. Thus, after she is done with the lesson, she begins a question and answer period in which she asks the students to generate personal examples of the concepts they just learned. What is Mrs. Right using?
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| | A) | Encoding |
| | B) | Elaboration |
| | C) | Retrieval |
| | D) | Chunking |
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| 17 | |
Mr. Tyrell wants his tenth grade students to learn a list of Spanish verbs and their conjugations by the following week. He tells them to make sure that they memorize the list by the exam day. According to Mr. Tyrell's instructions what process are students most likely to use to remember the list of verbs and their conjugations?
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| | A) | Organization |
| | B) | Rehearsal |
| | C) | Elaboration |
| | D) | Attention |
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| 18 | |
Mrs. Isadora asks to see Toby during recess to discuss his last test performance. "Toby, I want to know why you did not tell me that you were having difficulties," Mrs. Isadora asks. "I thought I knew that stuff. I always think that but then when I take the test I don't do so well," Toby replies. What is likely to be the cause of Toby's problems?
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| | A) | Toby lacks metacognition. |
| | B) | Toby is exceeding the capacity of the sensory register. |
| | C) | Toby is lacking working memory. |
| | D) | Toby is employing organization. |
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| 19 | |
Mrs. Kily's ninth grade science class is learning the difference between the states of matter: solid, gas, and liquid. She tells them to imagine the molecules in these states of matter as Ping-Pong balls. Therefore she tells them to envision a solid as a group of Ping-Pong balls lumped together in a mass, a gas as all of those Ping-Pong balls moving very fast over an area, and a liquid as those ping pong balls moving but slower than they did as a gas. Mrs. Kily is helping her students remember by ___________.
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| | A) | Metacognition |
| | B) | Serial positioning effect |
| | C) | Construction of images |
| | D) | Mnemonics |
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| 20 | |
Quinn tells his teacher that someone in the class took his pencil while he was working with his reading group. He says that several children have explanations for what happened to his pencil and he would like her to hear them all. Although several of the children claim they saw what happened, they all have different versions of the event. Nathan says that Ron took the pencil just like he took Nathan's eraser yesterday. Keri tells the teacher that it was Ron who took the pencil because he was sitting next to Quinn's desk at the time. Finally, Cecilia says that it was Teresa who took the pencil and then gave it to Ron in exchange for his multicolored pen. The students' various stories of what happened to Ron's pencil are best accounted for by:
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| | A) | Schema theories |
| | B) | Network theories |
| | C) | Encoding specificity principle |
| | D) | Expertise |
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| 21 | |
Experts do all of the following EXCEPT:
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| | A) | Approach new situations with the same strategies. |
| | B) | Detect meaningful patterns of information. |
| | C) | Retrieve key aspects of their knowledge with little effort. |
| | D) | Acquire extensive knowledge that is organized in a manner that shows a deep understanding of the subject. |
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| 22 | |
Jake has difficulty in determining which information is central to understanding a concept and which details are peripheral. This is an example of the _________ stage of expertise.
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| | A) | retrieval |
| | B) | encoded |
| | C) | metacognitive |
| | D) | acclimation |
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| 23 | |
Rehearsal is a strategy best used when students need to ___________.
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| | A) | generate examples of a concept |
| | B) | encode information for long-term memory |
| | C) | remember a list of items for a brief period of time |
| | D) | organize information |
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| 24 | |
To help students increase their attention span, a teacher would do which of the following?
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| | A) | Introduce frequent distractions to encourage focus. |
| | B) | Use cues or gestures to signal something is important |
| | C) | Present a lot of information at one time to maximize time on task. |
| | D) | Avoid using educational technology resources. |
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| 25 | |
A preschooler with good attention is most likely to exhibit which of the following?
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| | A) | Indifference toward peers |
| | B) | Antisocial behaviors |
| | C) | Hyperactivity |
| | D) | School readiness |
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| 26 | |
The three types of memory that vary according to their time frames include all of the following EXCEPT:
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| | A) | sensory memory |
| | B) | semantic memory |
| | C) | short-term memory |
| | D) | long-term memory |
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| 27 | |
Emily is having difficulty studying for a spelling test. Her brother is playing music loudly and she hears her friends playing in the street. Emily is having difficulty with _________.
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| | A) | attention |
| | B) | deep processing |
| | C) | acclimation |
| | D) | encoding |
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| 28 | |
A teacher with a high level of adaptive expertise would most likely do which of the following?
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| | A) | Take notes |
| | B) | Use positive self-talk |
| | C) | Modify instruction for low-achievers |
| | D) | Put pressure on high-achievers |
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